How does regulatory mechanisms in Saudi Arabia compare to the EU?
  1. Background of the study
  • The world is witnessing an increase in economic crimes ranging, including fraud and money laundering
  • Increased adoption of technology in banking and financing sectors expose parties to new challenges such as fraud in e-payments
  • Saudi Arabia is experiencing a rise in white-collar and internet-based crimes, including fraud in e-payment
  • Across Europe, the EU reported that fighting money laundering and related crimes, such as fraud, is insufficient due to gaps in regulatory measures
  • The need to combat fraud in electronic payment through appropriate regulations has the potential of protecting parties from financial loss associated with the crime
  • Definition of fraud in electronic payments – stealing another person’s payment details and using it to settle unauthorised purchases and transactions
  1. context of the study – the proposed study is founded on Saud Arabian and EU’s regulatory approaches to combating e-payment fraud

 

  • Problem statement

 

  • Inadequate protection against fraud in e-payments is a construct of inefficient regulatory approaches in Saudi Arabia and the EU region due to diversity in e-payment platforms
  • Failure to combat fraud in e-payment expose individuals, organizations, and governments to increased risks of money laundering and terrorism.
  • It is also critical to protect the operational, legal, and regulatory environment against a variety of threats to secure financial institutions from fraud.
  • Appropriate regulatory measures provide the legal framework for combating fraud in e-payments

 

  1. Research objectives
    • To identify regulatory approaches to combating fraud in e-payment
    • To establish the effectiveness or available regulatory measures to combating fraud in e-payment
    • To compare fraud regulatory measures in Saudi Arabia and the EU
  2. Research questions
    • effective regulation of fraud in e-payments?
    • How does regulatory mechanisms in Saudi Arabia compare to the EU?

 

Saudi Arabia, so you just make that clear, in your research questions to say, compare contrasting Saudi Arabia to the approach of the EU through the example of Sweden, how can Saudi Arabia improve its approach to fraud through E payments that isn’t to say that everything you’re gonna you’re gonna research will be that Sweden is better than Saudi Arabia. That’s not the aim of this comparison. There’ll be points where you’re gonna find that actually, Saudi Arabia is doing things better than Sweden, there may be something pre existing that means that the approach of Saudi Arabia already works or is better fitting than taking something from Sweden so you don’t want to have it? It doesn’t need to be that you already had this predisposed view that one jurisdiction is better than the other. It’s more a case about where in Sweden X is being done. This is effective can it be done in Saudi Arabia? Or you might find that there are things about finance in Saudi Arabia that means things don’t work that are being used in Sweden. That’s all that’s absolutely fine to to identify and you want to analyze that in your project.

 

What is the aim of the comparison? Are you expecting to find one better than the other?

 

So you’re an ASIC. You’re, you know, you’re comparing it because you want to look at the appropriateness and the effectiveness of the law. But you need to tell the reader that’s why you’re comparing some of this will feel a bit like stating the obvious, but you need to make it clear what direction you’re going in. And so the thing is, like, Are you looking to which jurisdiction or you’re going to make recommendations for Saudi Arabia

 

As above, think about the aims of your comparison

Create a diagram using software of your choice that shows the logical relationships among the schedule activities that your project involves.

Part 1: Project Schedule Activity Sequencing

Create a diagram using software of your choice that shows the logical relationships among the schedule activities that your project involves. Note that finish-to-start is the most commonly used precedence relationship in activity sequencing.

In your activity-sequencing diagram, show logical relationships and consider the following types:

  • Finish-to-start – The predecessor activity needs to finish before the successor can start.
  • Finish-to-finish – The predecessor activity needs to finish before the successor can finish.
  • Start-to-start – The predecessor activity needs to start before the successor can start.
  • Start-to-finish – The predecessor activity needs to start before the successor can finish.

Part 2: Project Cost Estimate

Prepare a cost estimate or budget for your selected project:

  • Identify the costs of each task and create categories (Labor, Materials, Contractor, Equipment, Misc., et cetera) to prioritize project expenditures.
  • Identify and quantify:
    • Constraints: Activities or elements that affect the execution of a project and impact time, costs, or performance.
    • Dependencies: Activities or elements that have either a negative or positive dependency on costs, time, or performance.
    • Assumptions: Factors considered to be certain, without proof, that impact project time, costs, or performance.
    • Provide graphical representation or representations of budget.

Part 3: Integrated Change Control Plan

Design your team’s integrated-change-control-plan document for the project. Include the following items (at minimum):

  • Instructions for setting up a change-control board and scheduling recurring meetings.
  • Procedures for reviewing and approving requested changes.
  • Procedures for managing approved changes.
  • Areas that need to be updated after approved changes are implemented.

Preparation

Use the software of your choice to develop the deliverables for this assessment.

This assessment has three deliverables:

  • Deliverable 1:Develop an Activity Sequencing document using your choice of word-processing applications, including Microsoft Word.
  • Deliverable 2:Using the Cost Estimate Template [XLS], include the following in the Project Cost Estimate or Budget.
  • Deliverable 3:Develop an Integrated Change Control Plan document using your choice of word-processing applications, including Microsoft Word.

 

 

 

How are gender differences considered in educational leadership theory and practice?

Topic:

Gender and Leadership in a Global Context: How are gender differences considered in educational leadership theory and practice? Does this differ around the world and what work still needs to be done towards a more thoughtful understanding of leadership?

Description

This paper aims to study the gender differences in educational leadership in Bulgaria, an excommunistic country, and the USA. (Secondary school) I can do the interviews with the Bulgarian Female secondary school principals and translate them into English, and I need to know what questions to ask them.

Propose one strategy to further address the health risk or disparity and discuss opportunities for interprofessional collaborative practice related to your recommendation.

Assignment Overview

Select one health policy that addresses a population health risk or disparity. Policies to consider may be at the unit, organizational, community, local, or state level.

Determine the purpose and intended impact of the policy. Assess the congruence of the policy with current national population health goals and objectives (such as the Healthy People initiative, or another national initiative). Based upon your analysis, consider recommendations to further address the health risk or disparity, as well as interprofessional opportunities to enhance health outcomes.

In a 10-14 slide PowerPoint presentation, address the elements listed below. Include a minimum of four scholarly sources, current within 5 years, to support your work. See the rubric for specific, required content criteria within each section of the presentation.

  1. Provide an introduction to the presentation.
  2. Describe one health policy that relates to an identified health risk or disparity. Summarize the intended impact of the policy on the risk or disparity and discuss ethical implications regarding the policy.
  3. Examine the policy within the context of a national population health initiative and determine the degree to which the policy is congruent with that national population health goal and/or objective. Explain your findings.
  4. Propose one strategy to further address the health risk or disparity and discuss opportunities for interprofessional collaborative practice related to your recommendation.
  5. Provide a conclusion to the presentation.

Assignment Instructions

  1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
  2. Use Microsoft PowerPoint to create the presentation.
  3. Each slide (excluding title and reference slides) must include detailed speaker notes.
    1. The purpose of the speaker notes is to expand upon the idea and document facts and information about the bulleted information points on the slide.
    2. Formal, scholarly writing style with complete sentence and paragraph structure should be used to create the speaker notes.
    3. Scholarly literature support should be integrated within the speaker notes.
    4. Speaker notes assure that all assignment expectations and key points are covered.
  4. Within the speaker notes, the rules of grammar, spelling, word usage, punctuation, sentence and paragraph structure are followed and consistent with formal, scholarly writing as noted in the most current edition of the APA Manual.
  5. First person should not be used for this scholarly assignment.
  6. Citation and referencing of sources must be congruent with guidelines noted in the most current edition of the APA Manual.
  7. Slides are professional in appearance with visually balanced text, font is appropriate for audience reading, bulleted points are succinct, and there is visually appealing contrast between the background and font utilized. Correct spelling and appropriate use of graphics/images are evident.
  8. Sources older than 5 years may not be used without the permission of the class instructor.

Please note: If you do not receive a proficient rating in any major content category, you can resubmit your assignment with revisions in those content categories to receive a better grade. You have one additional opportunity to revise after the initial submission in order to make improvements. The initial submission must be a complete paper; rough drafts will not be graded.  (You cannot revise your graduate-level writing style for a higher grade in that category.)

What cultural factors relate to the rise and spread of this disease, etc.?

Final Research Project – 30% of course grade

 

Choose one of the following epidemic or pandemic diseases: Bubonic Plague, Smallpox, Leprosy, SARS, Polio, HIV/AIDS, Ebola, or H1N1. If you have another widespread epidemic or pandemic you want to write about please send me an e-mail for permission.

 

The first section of your paper should be a detailed explanation of the origins of the disease, and how it spread. You also should trace the history of how it affected the human population for the time period in which it was prevalent. If the disease is still affecting large numbers of people (such as HIV/AIDS), you can pick a specific time period to discuss. What were the attempted medical and social interventions and preventions during that time period?

 

The second part of the paper should focus on the anthropological contexts of the disease. How would a medical anthropologist view this disease? You should select specific concepts from the course learning activities. For example, you could include a detailed discussion of how the disease fits into either the ecological/evolutionary model of disease, or the political-economy model of disease. You could discuss it from a global health viewpoint, or from a structural violence viewpoint. You could bring in concepts such as stigma, or social inequalities. Make sure to include several of the course concepts in your discussion, and cite the appropriate academic sources.

 

You should conclude your paper by responding to the question – if a medical anthropologist could go back in time to when this disease was prevalent, what could they contribute to the understanding of this disease? What specific contributions would they make? For example, if there was stigma surrounding the disease, what type of information about the stigma of this disease would an anthropologist research? What cultural factors relate to the rise and spread of this disease, etc.? How would a medical anthropologist be able to contribute to the understanding of this disease? In other words, your paper should not be a clinical or medical discussion of the disease, but an anthropological one using the concepts and theories you learned about in class.

 

Writing Guidelines

The final paper should be 5-7 pages in length, double-spaced with 12 point font, not including tables or the reference list.

The final paper should include a title page, an introduction, a thesis statement, a body, a conclusion and a reference list.

Readability

 

Your paper should use correct grammar, effective topic sentences and transitions, an organized and clear flow, limited use of quotations, and synthesis of information using your own words. It should incorporate references.

Citation and Reference Style

Your paper should be written in APA style (7th edition).

This assignment will use Turnitin to check for academic integrity. Please review the Turnitin information in your syllabus for more details.

 

Additional References

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3277334/

https://www.cambridge.org/core/journals/african-studies-review/article/understanding-social-resistance-to-the-ebola-response-in-the-forest-region-of-the-republic-of-guinea-an-anthropological-perspective/79914D998AA67442119F1C45E274764E

https://www-jstor-org.ezproxy.umgc.edu/stable/20025240?seq=1

 

 

 

What are the obstacles to the successful implementation of cooperative learning strategies that teachers face in EFL classrooms in Saudi Arabia public schools?

Dissertation Proposal: 1. Provisional Title of the Dissertation Difficulties in Implementing Cooperative Learning in EFL Classes in Saudi Arabia 2. Research Area of the Dissertation Second language acquisition for adult learners in Saudi EFL classes has been selected for the study. In this light, cooperative learning strategy has been suggested and yet minimally implemented within the education system in Saudi Arabia despite its benefits (Saleh, 2015) such as; increased cohesion and teamwork and expectedly facilitating factors such as collectivism in Islam and government inputs (Saleh, 2015). Therefore, this study analyses the challenges being faced by Saudi EFL teachers in adopting and implementing cooperative learning strategies and offers solutions to those challenges. 3. Research Aims and Rationale According to Saleh (2005), existing research in Saudi Arabia investigating cooperative learning in EFL is very inadequate. The majority of the current research pays attention to teacher preparation rather than techniques or methods of teaching (Alfares, 2017). Typically, Saudi schools teach English through traditional methods such as the audio-lingual method and grammartranslation method. This has affected students’ learning of English in that they are unable to produce the knowledge they receive (Alfares, 2017). According to Al-Seghayer (2011), students in Saudi Arabia, especially in public schools, study English while paying attention to the content instead of using the language for communication. However, the adoption of CL is a novel idea that could improve previous teaching and learning methods in Saudi Arabia. It has proven beneficial to the academic attainment of the students with whom it is practiced (Alrayah, 2018). Alsanie and Sabir (2019) suggested that cooperative learning could offer a solution and help Saudi Arabia learners participate in EFL classrooms as learners are kept engaged and attentive with activities that encourage peer interaction. Studies reveal that teachers find cooperative learning strategies as impactful through; improving learners’ engagement, social interaction within the classroom, cultural appreciation, and well-structured instruction, all of which will benefit the EFL learners (Ismail & Allaq, 2019). Despite the widespread acceptance of cooperative learning and endorsement for language learning and teaching, several studies have shown the low implementation of cooperative learning in Saudi schools (e.g., Alrasheed et al. 2003; Algarfi 2005, 2010; Albuhairi 2009). It is faced with difficulties just like any teaching method. Unless these difficulties are identified and addressed appropriately, Saudi Arabia teachers might not realize the success of cooperative learning. Thus, this study will contribute to future research concerning implementing cooperative learning in EFL classes in Saudi Arabia. The study is important as it will analyse the barriers and limitations affecting the implementation of cooperative learning in EFL classes in Saudi Arabia. Shedding light onto these obstacles will determine whether cooperative learning can be implemented in Saudi classrooms, and the needed support to make it more common and efficient. Research Objective To detail the obstacles to the successful implementation of cooperative learning strategies in EFL classrooms in Saudi public schools as well as the possible ways for overcoming those obstacles. Research Aims 1. To understand the general challenges experienced by Saudi EFL teachers when implementing cooperative learning. 2. To explore how EFL teachers desire those challenges to be addressed. 4. Provisional Research Questions (main and subsidiary) What are the obstacles to the successful implementation of cooperative learning strategies that teachers face in EFL classrooms in Saudi Arabia public schools? Subsidiary Research Questions 1- How do teachers wish the existing obstacles to be met?

provide a brief conclusion why it is not economical to have public funding for stadiums.

Provide a table of all 32 NFL teams, stadium name, year-built, stadium cost, how much in public funding, and the percent of public funding and what type of public funding was used if any. (be sure to include pending stadiums as well. Ie: Titans, Bills, etc..) In addition to the table provide a neat well organized bar graph to complement the table. Next, provide a brief summary of when public funded stadiums started. Lastly, provide a brief conclusion why it is not economical to have public funding for stadiums.

Briefly describe the money management business of JPM.

J.P. Morgan Behavioral Funds

Case Study

 

J.P. Morgan has mutual funds that seek to exploit behavioral biases. In this case study you will first read more about this fund and another one, and then answer questions that appear at the end.

 

“JP Morgan’s behavioral finance process began in 1992 in London. Even in 2006, two thirds of the $76 billion AUM in behavioral finance products was in non-U.S. stocks. Jonathan Golub took the lead CPM role for U.S. retail products, including the behavioral finance funds. At investment conferences and in conference calls, Golub offered his views on broad capital market trends and gave detailed information on the investment process at JP Morgan.

 

Investment Philosophy: Traditional finance theory held that investors were rational, or if they were not, that sophisticated investors would trade aggressively and force stocks to be accurately priced. Eugene Fama made this argument persuasively in the 1960s and, by the late 1970s, it had become academic orthodoxy.8 The early 1980s marked a turning point. Anomalies in stock prices and a new behavioral finance theory emerged, built on the psychology of Daniel Kahneman and Amos Tversy, whose collaborative work earned the 2002 Nobel Prize. Early contributions by Robert Shiller and Richard Thaler cast doubt on Fama’s efficient markets hypothesis.

 

1          Early contributions to behavioral finance included: Robert Shiller, who argued that stock prices were too volatile given realizations of fundamentals; and Werner DeBondt and Richard Thaler showed that individual stocks tended to mean revert.

 

2          Bradford De Long, Andrei Shleifer, Lawrence Summers, and Robert Waldmann developed early models of the limits to arbitrage, which helped to explain why sophisticated investors had a limited appetite for correcting mispricing. Unlike in traditional finance models, real arbitrage involved costs and risks that rational investors were sometimes unwilling to bear.

 

3          Prominent contributions to academic research on efficient market anomalies included: Rolf Banz showed that small stocks tend to outperform large stocks; Sanjoy Basu found that stocks with low valuation ratios, like the ratio of price to earnings, also tended to outperform; Victor Bernard and Jacob Thomas extended early work by Ray Ball showing that the prices of stocks with earnings surprises were likely to continue to drift upward; and Narasimhan Jegadeesh and Sheridan Titman showed the profitability of momentum strategies. The meaning of these empirical findings was still hotly debated. Some argued that these characteristics were proxies for firm risk and others maintained that they reflected mispricing, and hence underlying behavioral biases.

 

Golub commented: These anomalies are glaring. Analysis shows that this outperformance cannot be explained by risk, so something else must be at work. We believe that that something is the collective impact of human psychological biases on markets.

Drawing on academic research in psychology and behavioral finance, JP Morgan emphasized two behavioral biases: overconfidence and loss aversion. Complin and Silvio Tarca, the lead portfolio manager of the Intrepid funds, believed both were pervasive and persistent in influencing investing decisions and key to explaining the existence of value and momentum anomalies. Each bias was grounded in psychology, with an application to financial decisions and an implication for stock prices. Of course, there were other biases relevant to financial decisions, and at times Chambers had used a broader set in marketing the Intrepid funds. (See Exhibit 7 and Exhibit 8 for one-page summaries of recency and anchoring.) But, Complin and Tarca argued that overconfidence and loss aversion were the most powerful effects on stock prices.

 

Chambers defined overconfidence, in his marketing materials, as the tendency of individuals to overestimate their own ability. He pointed to surveys of drivers, for example, where more than 80% believed they were “better than average.”

 

Complin elaborated: When it comes to investing, people believe that each decision they make will be better than it actually is. This leads to more decisions (and hence trading) and a tendency to pursue winning stocks for short term outperformance. This is the antithesis of a long-term, slow-burn strategy like value investing. Overconfident people have great difficulty being systematic value investors, particularly when value looks like it isn’t working. This in turn means that they miss out on the persistent tendency of value stocks to undergo massive mean reversions and outperform for extended periods.

 

Our approach, which forces our funds to systematically overweight value stocks, means that our investment behavior is changed. We are forced to focus on out of fashion stocks that we wouldn’t naturally have bothered with and that means that we cannot fall into the same overconfidence trap.

 

Chambers defined loss aversion as the tendency of individuals to seek pride and avoid regret in their decisions. He pointed to a study that illustrated the disposition effect: in a large sample, individual investors were twice as likely to sell winning positions – stocks that had gone up – as losers.

 

Complin added:

When you buy a stock and it goes up, it’s easy to make the decision to sell that stock because you’re just taking profits – an easy thing to do psychologically. If your stock goes

 

More specifically, a JP Morgan study showed that a consistent strategy of the cheapest stocks (defined as the bottom 10% of a universe of 3000 stocks sorted on the ratio of price to sales) at the beginning of each year and holding them in equal proportions for a one year period produced an average annual return of 15.8% over the 55-year period ending in 2005. A strategy of buying the most expensive stocks in the same way produced an average annual return of only 2.8%. Likewise, buying the best performers over the previous year returned 15.2%; and buying the worst performers returned only 3.4%.

 

Data cover the period from 1951-2005. These results were equally weighted across stocks within each decile portfolio and did not take into account costs of trading.

 

When you buy a stock and it goes up, it’s easy to make the decision to sell that stock because you’re just taking profits – an easy thing to do psychologically. If your stock goes down, however, selling it represents the final, irrevocable admission that you’ve made a mistake. For markets, the consequence of the disposition effect is that the movement of stocks in either direction is slowed down. Stocks don’t immediately reach a new price warranted by the information that they have just released – as efficient market theory would have you believe. They take time to get there. That’s why momentum investing works. Our approach requires a systematic tilt to momentum, forcing us to run our winners and cut our losers. It also forces our investors to re-evaluate stocks which have done well for a long time but are now starting to disappoint.

Built on both data and insights from psychology, JP Morgan’s investment philosophy held that these long term market effects were the direct result of the collective impact of human behavioral biases on the markets. Complin summarized:

We think that nothing other than human behavioral biases can explain why value and momentum stocks have outperformed for 55 years, and probably longer if we only had the data. Human behavior at this deep psychological level doesn’t change. The basic tendency to be overconfident, to seek pride and avoid regret was there 50 years ago and it will be there in another 50 years. In theory this means that, provided we don’t change our investment process, we will still be outperforming in 50 years time.

 

 

 

 

 

In the three years since a 2003 launch in the United States, JP Morgan’s behavioral finance products had attracted new assets at a rapid pace. The Asset Management unit at JP Morgan had been a pioneer in what it termed “Behavioral Investing.” It had over a decade of experience since 1992 when it offered an initial retail product in the United Kingdom.2 In the late 1990s, JP Morgan offered a wider range of mutual funds in the U.K. and Europe, and began to focus its efforts on the larger U.S. market.

 

On the investment side, Chris Complin, chief investment officer (CIO) for behavioral finance products globally, had all five new products in the top 20% of their Lipper categories.3 This provided confirmation for a concept that been successfully applied internationally. On the business side of the Asset Management unit, Richard Chambers, the head of U.S. and European marketing, had given investor psychology a central role in the branding of the new funds. The idea that well documented behavioral biases could create opportunities for JP Morgan’s investment managers seemed to resonate with retail investors.”[1]

 

 

We now move on to a newspaper article published in the Wall Street Journal[2].

 

His J.P. Morgan Intrepid Value Fund (trading symbol JIVAX) uses a mix of quantitative and behavioral strategies to sort out undervalued stocks that investors shun because they act irrational or overlook opportunities for short-term gains.

 

Mr. Blum is chief investment officer of the U.S. behavioral-finance group at J.P. Morgan Funds and manages a group of funds that aim to leave Wall Street’s herd mentality behind.

 

Markets aren’t rational and investors’ decisions follow emotions rather than facts, he said. “When it comes to risk, that irrational tendency becomes exaggerated,” Mr. Blum said.

Take Macy’s, said J.P. Morgan Funds client portfolio manager Theodore Dimig: “I have heard it all: department stores don’t have a reason to exist, they go out of business; the management is terrible; they made horrible acquisitions.”

 

“The bears may be right” in the long run, but now Macy’s market value “is absurd,” Mr. Dimig said. “That’s how you make money.”

 

Mr. Blum said financial stocks offer a rich picking, but he warned that the sector is “a bit of a minefield.” His fund is particularly fond of Capital One Financial and Goldman Sachs Group.

 

With Capital One, the market remains concerned that delinquent credit-card holders will continue to hurt profits. But the credit-card lender turned bank has substantial leverage to an economic recovery, Mr. Blum said. “The consumer doesn’t have to get back to normal for us to make a nice profit,” he said.

 

For Goldman Sachs, “the momentum has been fantastic,” Mr. Blum said, particularly since the fund bought the shares at around $70—they now trade at around $170.

 

Goldman “got hammered with the rest of the financial-services industry” but is well-managed, he said.

 

Overall, Mr. Blum said investors haven’t caught on to the improving economy.

 

“Leading economic indicators are changing to the better,” but investors still worry about unemployemt—a lagging indicator. Case in point: Nearly 80% of companies that are components of the Standard & Poor’s 500 were able to beat the average analyst earnings estimates in the third quarter because Wall Street’s earnings predictions were too timid.

 

As of Tuesday, J.P. Morgan Intrepid Value Fund was up 22.4% so far this year and down 7.6% over the last three years; its benchmark, the Russell 1000 Value Index, had risen 18.5% this year. The J.P. Morgan fund has a two-star Morningstar rating, mainly because of its relatively short track record since its 2005 inception.

 

Behavioral funds are somewhat of a niche; the LSV Value Equity Fund (LSVEX) also uses a mix of quantitative and behavioral strategies. It has three stars and is up 23% this year and down 9.4% over the last three years.

 

The Intrepid Value fund has $320 million under management, and the minimum investment is $1,000. Its assets have been flat this year. “To us, that’s behavioral finance at its best: People got burned on equities and they shun risk at exactly the wrong time,” Mr. Blum said. When the sentiment changes, “chances are, we may be bearish.”

 

Read the case study. Then answer the following questions:

 

1) Briefly describe the money management business of JPM.

 

2) Identify 3 behavioral biases that JPM hopes to exploit, and how they can be exploited to obtain superior returns?

 

3) The fund created by JPM to exploit these biases is described on their website.

 

https://am.jpmorgan.com/us/en/asset-management/gim/adv/products/d/jpmorgan-intrepid-value-fund-a-4812a0284

 

The ticker symbol for the fund is JIVAX.

 

The fund was launched in 2005. What has been the return to the fund from Jan 31, 2005 to the current date? (Provide the starting price, ending price and return over the time period.)

 

What has been the return to the S&P 500 over the same time period? (Provide the starting price, ending price and return over the time period. S&P is an appropriate comparison as it is comprised of mid and large sized firms.)

 

4) What could be the reasons for the difference is performance for JIVAX and S&P 500? What suggestions would you make for improving the performance of JIVAX?

[1] Behavioral Finance at JP Morgan, Harvard Business School, 9 -207 -084, FEBRUARY 28 , 2007

[2] Bad companies can be good investments, says Christopher Blum

Give a critical and comprehensive account of the rationale for a particular choice of ethical approach to explore an issue within its wider context of organisation, faith, and society.

Description • Give a critical and comprehensive account of the rationale for a particular choice of ethical approach to explore an issue within its wider context of organisation, faith, and society. (SSK 4) • Evaluate and apply methodologies relevant to ethical enquiry, develop critiques of them and, where appropriate, propose new hypotheses. (SSS 2) • Demonstrate initiative, self-direction and independence in tackling and solving a complex moral problem, and in planning and implementing tasks. (SSS 3)